Interpreter’s mission: “The mission of the interpreter is to help individuals and communities to acquire a fuller knowledge and deeper understanding of.

Slides:



Advertisements
Similar presentations
EULITA Code of Professional Ethics adopted by the EULITA General Assembly in Prague, Czech Republic, 4 February 2012.
Advertisements

Moving On Up …how to move up the levels What to do to get a L5 or higher.
BSBINM501A part 2 Trainer: Kevin Chiang
Reception Curriculum Evening. Activities within the EYFS are based on what children already know about and can do. They recognise children’s different.
1 The INNOMET taxonomy of competencies and skills I N N O M E T II Integrated human resources development and monitoring system for adding innovation capacity.
Developing Active Readers Everyday D.A.R.E
Module 2.5 C.  Develop an understanding of the various problems students face with math.  Use various strategies to help students improve their math.
3 levels: Foundation, Standard, Advanced Language B Spanish Criteria.
Book cover art to be inserted Chapter 5 Active Reading.
1. Overview of Applied Linguistics
Teaching Language in Context First edition 1986 Third edition 2001
Transforming lives through learningDocument title.
Session 4 Consecutive interpreting
The selection and assessment of interpreters in DG SCIC Claude Durand, Head of the Training Unit 4th March 2005 European Commission Directorate General.
1 An Online Library of Practice Resources for Interpretation Training in Hong Kong Principal investigator Dr. Chan Ho-yan, Clara Assistant Professor Department.
The Langue/Parole distinction`
Interpreting as Language Teaching and Training for Professional Interpreting Svetlana Carsten.
EFL Anthony’s model: Approach Method Technique
A Concise Course of English Interpreting Techniques & Practice 简明英汉口译技巧与实践主讲教师:任静生教授 合肥工业大学 外国语学院外语系.
National Early Childhood Inclusion Institute
Communicative Language Teaching (CLT)
Chapter 6 ~~~~~ Oral And English Language Learner/Bilingual Assessment.
Fourth Grade Reading Night Teaching the Five Components of Reading.
RESEARCH BEHIND THE STRATEGIES Franklin County Staff Development January Reading Strategies April Norris.
Dr. Najia AlGhamedi Office: bld 4 room 16 Twitter: naj_dr.
Interpreting for Tomorrow Lin Chenjun, from Foreign Languages School, Xihua Univ.
Second Language and Curriculum Goals. Knowing how, when, and why to say what to whom. Successful Communication:
Consecutive Interpreting I General Seminars Dr Morven Beaton-Thome Session 1.
1. Brief notes about the history and developments of interpretation (Geneva, Georg (1952);2 nd ed. Revised &enlarged, 1968, 115p) J ean Herbert (冉 · 赫伯特),
An Overview of Interpreting Ren Wen, Professor, PhD College of Foreign Languages & Cultures, Sichuan University.
Key Competences and Education for Adults in Poland Together Towards Integration.
I’ve Seen That Shape Before
Introduction to Simultaneous Interpreting Discussion Questions Simultaneous Interpreting from English ITP 165.
Skills in Interpretation-- I. Figure Interpreting.
 The maths work that your child is doing at school may be very different from the kind of maths that you remember.  This is because children are encouraged.
Interpretation I J. Yang Foreign Languages Dept., USST.
The Main Non-linguistic Obstacles in Interpretation Mashael Al-Mutairi College of Languages & Translation Princess Nora Bint Abdurrahman University.
Anchor Standards ELA Standards marked with this symbol represent Kansas’s 15%
COMMON CORE STANDARDS
Listening.  The term communication implies a minimum of two people  One to create a meaningful message and one to recreate that message  The listening.
The new KS3 curriculum: getting language learning right from KS2 to KS4 Rachel Hawkes.
1 Session 3 The requirements of an interpreter Matakuliah: G0202/Interpreting Tahun: 2005 Versi: I/0.
ACT-IAC Associates Program Coaches Orientation January 14, 2014.
DEVELOPING THE WORK PLAN
ACADEMIC ENGLISH [UWB 10102] Listening Skills Ms Meizareena Mizad Faculty of Science, Technology & Human Development.
Common Core State Standards in English/Language Arts What science teachers need to know.
Copyright 2012 John Wiley & Sons, Inc. Chapter 3 The Project Manager.
GCSE English Language 8700 GCSE English Literature 8702 A two year course focused on the development of skills in reading, writing and speaking and listening.
Target Language Instructional Setting Statement Sarah Bedard Jackie Benavides Carolina Marteniz Liz Robbins April 29, 2009.
Systems Analyst (Module V) Ashima Wadhwa. The Systems Analyst - A Key Resource Many organizations consider information systems and computer applications.
New secondary curriculum overview Use of target language Key aspects of change to KS3 practice.
Lesson 1 extensive reading and CNBECT Step 1 brief introduction to the course —extensive reading 1. Definition Extensive reading mainly focuses on the.
Chapter 15. Making Oral Presentations © 2013 by Bedford/St. Martin's1 impromptu extemporaneous scripted memorized There are four types of oral presentations:
The NZ Curriculum and School Guidance Counsellors The Education System has finally caught up with what School Guidance Counsellors have been doing for.
Amity School of Business Amity School of Business SEMESTER II ORGANISATIONAL BEHAVIOUR (BBA-301) Ms. Kushi Sharma.
1 IT/Cybersecurity - ICRDCE Conference Day Aligning Program, Course, and Class Objectives / Outcomes.
Listen to Learn By: Alexandre Papa. Listening to a foreign language before speaking it will help students acquire it more easily.
Characteristics of Gifted Learners Amanda Schwartz GATE Coordinator (626) x88462.
Techniques and Principles in Language Teaching
Reading Listening Speaking Writing Comprehension & Production Skills
Introduction Whatever the difficulty in the translation process, procedures must aim at the essence of the message and faithfulness to the meaning of the.
Unit 3 The National English Curriculum
Chapter 3 The Project Manager © 2012 John Wiley & Sons Inc.
Support for reflection and engagement in modern languages experiences and outcomes
Support for reflection and engagement in modern languages experiences and outcomes
French 0520.
German 0525.
The 6 key qualities of a good interpreter
Backward mapping – planning template
Chapter 3 The Project Manager © 2012 John Wiley & Sons Inc.
Presentation transcript:

Interpreter’s mission: “The mission of the interpreter is to help individuals and communities to acquire a fuller knowledge and deeper understanding of one another. Also to come to an agreement if they should want to do so.” by Jean Hebert from The Interpreter’s Handbook: How to Become a Conference Interpreter In order to be a qualified interpreter one has to acquire a combination of some qualities: which can only be achieved through an arduous process of intensive training and practice. These basic qualities include: 1)A strong sense of duty 2) A good command of the languages involved (both Source Language & Target Language) 3) An encyclopedic knowledge/Jack of all trades 1.5 Basic Qualities Required for the Interpreter

4)Acute hearing: Understand & grasp the “idea” 5)A good articulation: not to swallow part of the words; his voice should carry well and be pleasant to hear, speak distinctively and naturally. 6) Familiarity with “simultaneous note-taking”: A good interpreter must be good at note-taking. He should learn to be able to concentrate on listening to grasp the speaker’s “idea” while jotting down a few “key words” in the meantime, with signs or symbols to represent a sense group or a figure or a proper name. 7) A good memory: i Store up a large vocabulary including the relevant specialized terms and a great wealth of “relevant important formulations” along with the corresponding correct translation in the target language; ii Accurately absorb and retain the idea or the series of ideas. 8)Quick and accurate response: speediness and accuracy

To sum up, the process of achieving the above basic qualities means, in essence, the process of the strengthening of one’s “basic training in the three essential aspects”, namely, 1) the constant enhancement of one’s political awareness and sense of duty; 2) the constant improvement of one’s command of the languages involved and competence (as carriers of different cultures, and in terms of the “skills” —— listening, speaking, reading, writing, translation/interpretation); 3) and, the constant broadening of one’s scope and range of “general knowledge” —— 钟述孔 《实用口译手册》 Or a)have complete mastery over his working language b)possess broad general knowledge c)have acquired necessary technical skills —— Danica Seleskovitch